Lesson 1:The Do's and Don'ts

We will talk about what to do in classrooms, and what not to do.

Keeping these core "do's and don'ts" in mind is vital when working with children. We understand that the teaching profession is incredibly challenging, and there are times when our emotions threaten to boil over. However, it is crucial that in those moments, we do not let our frustration negatively impact the students.

We have all heard the heartbreaking stories of children being locked in rooms, having food or water withheld, or being intimidated by adults. Our goal is to equip you with the tools to manage your classroom effectively so that we avoid those scenarios entirely.

The "Do Nots" of the Classroom When managing behavior, absolutely DO NOT:

• Yell, scream, or talk down at children. Always talk to them, not at them.

• Use sarcasm or public shaming. Many neurodivergent students process language very literally. Sarcasm or abstract warnings are deeply confusing, and public shaming creates anxiety rather than compliance.

• Socially or physically isolate a child. Removing them from the learning environment causes more harm than good.

• Give unwarranted, delayed, or mismatched consequences. If a consequence happens too long after the event, the child will not understand the connection to their behavior.

• Withhold basic needs. Food, water, and restroom access should never be used as leverage or punishment.

The "Do's" of the Classroom To build a loving, positive environment where everyone feels seen and heard, DO:

• Wait for regulation, then get on their level. Keep calm and get down to eye-level to talk with the student, but only after they are emotionally regulated.

• Use clear, concise language. When a student is dysregulated, a long lecture just processes as overwhelming noise. Keep your words minimal and direct.

• Keep discipline proportionate. Ensure the consequence matches the infraction. For example, if a child talks over you in class one time, asking them to sit out for recess, eat lunch in detention, and serve after-school detention for a month would be severe overkill.

• Emphasize positive praise. Acknowledge the positive more than you highlight the negative. Research shows this approach naturally improves behavior.

• Turn mistakes into teachable moments. Use behavioral hiccups as an opportunity for both the educator and the student to learn and grow.

• Focus on the "Repair." After a consequence is given and the moment has passed, purposefully reconnect with the student. A simple, positive interaction shows them that while their behavior needed correcting, your relationship with them is secure.